What works and what fails? Evidence from seven popular literacy ‘catch-up’ schemes for the transition to secondary school in England

References

• Baenen, N., A. Bernholc, C. Dulaney, and K. Banks. 1997. “Reading Recovery: Long-term Progress after Three Cohorts.” Journal of Education for Students Placed at Risk 2 (2): 161–181.10.1207/s15327671espr0202_6
   Google Scholar
• BELL. 2001. BELL Accelerated Learning Summer Program 2001 Evaluation Report. Dorchester, MA:  Harvard University.
   Google Scholar
• BELL. 2002. BELL Accelerated Learning Summer Program 2002 National Evaluation Report. Dorchester, MA:  Harvard University.
   Google Scholar
• BELL. 2003. BELL Accelerated Learning Summer Program: 2003 Program Outcomes. Dorchester, MA:  Harvard University.
   Google Scholar
• Berk, R., and D. Freedman. 2001. Statistical Assumptions as Empirical Commitments. Accessed August 3, 2014. http://www.stat.berkeley.edu/~census/berk2.pdf
   Google Scholar
• Borman, G., J. Benson, and L. Overman. 2009. “A Randomised Field Trial of the Fast ForWord Language Computer-based Training Program.” Educational Evaluation and Policy Analysis 31: 82–106.
   Web of Science ®Google Scholar
• Brooks, G. 2007. What Works for Pupils with Literacy Difficulties? The Effectiveness of Intervention Schemes. London: DCSF Publications.
   Google Scholar
• Brooks, G., J. Harman, and M. Harman. 2003. Catching up at Key Stage 3: An Evaluation of the Ruth Miskin [RML2] Pilot Project 2002/2003. A Report to the Department for Education and Skills. Sheffield: University of Sheffield.
   Google Scholar
• Bullock, J. 2005. Effects of the Accelerated Reader on Reading Performance of Third, Fourth, and Fifth-grade Students in One Western Oregon Elementary School. University of Oregon; 0171 Advisor: Gerald Tindal. DAI, 66 (07A), 56–2529.
   Google Scholar
• Chaplin, D., and J. Capizzano. 2006. Impacts of a Summer Learning Program: A Random Assignment Study of Building Education Leaders for Life (BELL). Washington, DC: The Urban Institute. http://www.urban.org/UploadedPDF/411350_bell_impacts.pdf.
   Google Scholar
• Clark, C. 2013. Accelerated Reader and Young People’s Reading. Findings from the National Literacy Trust’s 2012 Annual Literacy Survey on Reading Enjoyment, Reading Behaviour outside Class and Reading Attitudes. London: National Literacy Trust. http://www.literacytrust.org.uk/assets/0001/9353/AR_and_young_people_s_reading.pdf.
   Google Scholar
• Clay, M. 1991. Becoming Literate: The Construction of Inner Control. Auckland: Heinemann.
   Google Scholar
• Coles, J. 2012. “An Evaluation of the Teaching Assistant Led Switch-on Literacy Intervention.” Unpublished MA Thesis, University of London Institute of Education
   Google Scholar
• Colom, R., F. Moriyón, C. Magro, and E. Morilla. 2014. “The Long-term Impact of Philosophy for Children: A Longitudinal Study (Preliminary Results).” Analytic Teaching and Philosophical Praxis 35 (1):  50–56.
   Google Scholar
• Cooper, H., K. Charlton, J. Valentine, and L. Muhlenbruck. 2000.  “Making the Most of Summer School”. Monographs of the Society for Research into Child Development, Vol. 65 (1):  111–127.
   Web of Science ®Google Scholar
• Dynarski, M., R. Agodini, S. Heaviside, T. Novak, N. Carey, L. Campuzano,  Means, B. et al. 2007. Effectiveness of Reading and Mathematics Software Products: Findings from the First Pupil Cohort ( Publication No. 2007-4005). Washington, DC: U.S. Department of Education, Institute of Education Sciences. http://ies.ed.gov/ncee/pdf/20074005.pdf.
   Google Scholar
• Faggella-Luby, M., and M. Wardwell. 2011. “RTI in a Middle School: Findings and Practical Implications of a Tier 2 Reading Comprehension Study.” Learning Disability Quarterly 34 (1): 35–49.10.1177/073194871103400103
   Web of Science ®Google Scholar
• Fair, F., L. Haas, C. Gardosik, D. Johnson, D. Price, and O. Leipnik. 2015. “Socrates in the Schools from Scotland to Texas: Replicating a Study on the Effects of a Philosophy for Children Program.” Journal of Philosophy in Schools 2 (1).
   Google Scholar
• Falk, R., and C. Greenbaum. 1995. “Significance Tests Die Hard: The Amazing Persistence of a Probabilistic Misconception.” Theory and Psychology 5: 75–98.10.1177/0959354395051004
   Web of Science ®Google Scholar
• Filho, D., R. Paranhos, E. da Rocha, M. Batista, J. da Silva, M. Santos, and J. Marino. 2013 When is Statistical Significance Not Significant? http://www.scielo.br/pdf/bpsr/v7n1/02.pdf.
   Google Scholar
• Fountas, I., and G. Pinnell. 1996. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinenmann.
   Google Scholar
• Fountas, I., and G. Pinnell. 2006. Teaching for Comprehending and Fluency: Thinking, Talking and Writing about Reading, K-8. Portsmouth, NH: Heinenmann.
   Google Scholar
• Galton, M., J. Gray, and J. Ruddock 1999. The Impact of School Transitions and Transfers on Pupil Progress and Attainment. DfEE Research Report No. 131. Norwich: HM’s Stationery Office
   Google Scholar
• Galton, M., I. Morrison, and T. Pell. 2000. “‘Transfer and Transition in English Schools: Reviewing the Evidence’ (Special Edition: School Transitions and Transfers).” International Journal of Educational Research 33 (4): 341–363.10.1016/S0883-0355(00)00021-5
   Google Scholar
• Glass, G. 2014. “Random Selection, Random Assignment and Sir Ronald Fisher.” Psychology of Education Review 38 (1): 12–13.
   Google Scholar
• Goldacre, B. 2012. Bad Pharma. London: HarperCollins.
   Google Scholar
• Goolsbee, A., and J. Guryan. 2005. “The Impact of Internet Subsidies for Public Schools.” Review of Economics and Statistics 88 (2): 36–347.
   Web of Science ®Google Scholar
• Gorard, S. 2013. Research Design: Robust Approaches for the Social Sciences. London: Sage.
   Google Scholar
• Gorard, S. 2014. “A Proposal for Judging the Trustworthiness of Research Findings.” Radical Statistics 110: 47–60. http://www.radstats.org.uk/no110/Gorard110.pdf.
   Google Scholar
• Gorard, S. 2016. “Damaging Real Lives through Obstinacy: Re-emphasising Why Significance Testing is Wrong.” Sociological Research On-line 21 (1). http://www.socresonline.org.uk/21/1/2.html.
   Google Scholar
• Gorard, S., and J. Gorard. 2015. “What to Do instead of Significance Testing? Calculating the ‘Number of Counterfactual Cases Needed to Disturb a Finding’.” International Journal of Social Research Methodology 19 (4): 481–489.
   Web of Science ®Google Scholar
• Gorard, S., B. H. See, and P. Davies. 2011. Do Attitudes and Aspirations Matter in Education?: A Review of the Research Evidence. Saarbrucken: Lambert Academic Publishing.
   Google Scholar
• Gorard, S., N. Siddiqui, and B. H. See. 2015a. “An Evaluation of the ‘Switch-on Reading’ Literacy Catch-up Programme.” British Educational Research Journal 41 (4): 596–612.10.1002/berj.3157
   Web of Science ®Google Scholar
• Gorard, S., N. Siddiqui, and B. H. See. 2015b. “How Effective is a Summer School for Catch-up Attainment in English and Maths?” International Journal of Educational Research 73: 1–11. http://www.sciencedirect.com/science/article/pii/S0883035515301932.
   Google Scholar
• Gorard, S., N. Siddiqui, and B. H. See. 2016a. “Can ‘Philosophy for Children’ Improve Primary School Attainment.” Journal of Philosophy of Education. ( forthcoming).
   Web of Science ®Google Scholar
• Gorard, S., N. Siddiqui, and B. H. See. 2016b. “An Evaluation of Fresh Start as a Catch-up Intervention: And Whether Teachers Can Conduct Trials.” Educational Studies 42 (1): 98–113.10.1080/03055698.2016.1148587
   Web of Science ®Google Scholar
• Gov.UK. 2012. £10 Million to Boost Literacy for Year Sevens. Accessed March 18, 2014. https://www.gov.uk/government/news/10-million-to-boost-literacy-for-year-sevens
   Google Scholar
• Graham, C., and M. Hill. 2003. Negotiating the Transition to Secondary School: SCRE Spotlight. Edinburgh: Scottish Council of Research in Education. http://files.eric.ed.gov/fulltext/ED482301.pdf.
   Google Scholar
• Graves, A., R. Brandon, L. Duesbery, A. McIntosh, and N. Pyle. 2011. “The Effects of Tier 2 Literacy Instruction in Sixth Grade: Toward the Development of a Re-sponse-to-intervention Model in Middle School.” Learning Disability Quarterly 34 (1): 73–86.10.1177/073194871103400105
   Web of Science ®Google Scholar
• Harvard Family Research Project. 2006. Evaluation of the BELL (Building Educated Leaders for Life) Accelerated Learning Summer Program. http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/bell-accelerated-learning-summer-program/evaluation-1-2002-national-evaluation-report.
   Google Scholar
• Institute of Education Sciences (IES). 2008 What Works Clearing House Intervention Report: Accelerated Reader. Washington: US Department of Education.
   Google Scholar
• Khan, M., and S. Gorard. 2012. “A Randomised Controlled Trial of the Use of a Piece of Commercial Software for the Acquisition of Reading Skills.” Educational Review 64 (1): 21–35.10.1080/00131911.2010.537315
   Web of Science ®Google Scholar
• Krashen, S. 2007. “Accelerated Reader: Once Again, Evidence Still Lacking.“ Knowledge Quest 36 September/October. http://www.ala.org/aasl/aaslpubsandjournals/knowledgequest/kqwebarchives/v36/361/361krashen.
   Google Scholar
• Lanes, D., D. Perkins, T. Whatmuff, H. Tarokh, and R. Vincent. 2005. A Survey of Leicester City Schools Using the RML1 and RML2 Literacy Programme. Leicester: Leicester City LEA (mimeograph).
   Google Scholar
• Leroux, A., S. Vaughn, G. Roberts, and J. Fletcher. 2011. “Findings from a Three-year Treatment within a Response to Intervention Framework for Students in Grades 6 with Reading Difficulties.” Paper Presented at the Society for Research on Educa-tional Effectiveness Conference. http://www.eric.ed.gov/PDFS/ED518866.pdf
   Google Scholar
• Lipman, M., A. Sharp, and F. Oscanyon. 1980. Philosophy in the Classroom: Appendix B. Philadelphia, PA: Temple University Press.
   Google Scholar
• Mathis, D. 1996. The Effect of the Accelerated Reader Program on Reading Comprehension. US Department of Education. http://files.eric.ed.gov/fulltext/ED398555.pdf.
   Google Scholar
• Matsudaira, J. 2008. “Mandatory Summer School and Student Achievement.” Journal of Econometrics 142 (2): 829–850.10.1016/j.jeconom.2007.05.015
   Web of Science ®Google Scholar
• May, H., A. Gray, J. Gillespie, P. Sirinides, C. Sam, H. Goldsworthy, M. Armijo, and N. Tognatta. 2013 Evaluation of the I3 Scale-up of Reading Recovery. Newark: University of Delaware
   Google Scholar
• Mercer, N., R. Wegerif, and L. Dawes. 1999. “Children’s Talk and the Development of Reasoning in the Classroom.” British Educational Research Journal 25 (1): 95–111.10.1080/0141192990250107
   Google Scholar
• Nichols, J. 2013. “Accelerated Reader and Its Effect on Fifth-grade Students’ Reading Comprehension.” Doctoral Dissertation, Liberty University.
   Google Scholar
• OFSTED. 2010. Reading by Six: How the Best Schools Do It. London: OFSTED.
   Google Scholar
• Pinnell, G., D. DeFord, and C. Lyons. 1988. Reading Recovery: Early Intervention for at-Risk First Graders. Educational Research Service Monograph. Arlington, VA: Educational Research Service.
   Google Scholar
• Pinnell, G., C. Lyons, D. DeFord, A. Bryk, and M. Seltzer. 1994. “Comparing Instructional Models for the Literacy Education of High-risk First Graders.” Reading Research Quarterly 29 (1): 8–39.10.2307/747736
   Web of Science ®Google Scholar
• Reyes, O., K. Gillock, K. Kobus, and B. Sanchez. 2000. “A Longitudinal Examination of the Transition into Senior High School for Adolescents from Urban, Low-income Status, and Predominantly Minority Backgrounds.” American Journal of Community Psychology 28 (4): 519–544.10.1023/A:1005140631988
   PubMed Web of Science ®Google Scholar
• Ross, S., J. Nunnery, and E. Goldfeder. 2004. A Randomized Experiment on the Effects of Accelerated Reader/Reading Renaissance in an Urban School District: Preliminary Evaluation Report. Memphis, TN: Centre for Research in Educational Policy, The University of Memphis.
   Google Scholar
• Rouse, C., and A. Krueger. 2004. “Putting Computerized Instruction to the Test: A Randomised Evaluation of a ‘Scientifically-based’ Reading Program.” Economics of Education Review 23: 323–338.10.1016/j.econedurev.2003.10.005
   Web of Science ®Google Scholar
• Sainsbury, M., C. Whetton, M. Keith, and I. Schagen. 1998. “Fallback in Attainment on Transfer at Age 11: Evidence from the Summer Literacy Schools Evaluation.” Educational Research 40 (1): 73–81.10.1080/0013188980400107
   Web of Science ®Google Scholar
• Schacter, J., and B. Jo. 2005. “Learning When School is Not in Session: A Reading Summer Day-camp Intervention to Improve the Achievement of Exiting First-grade Students Who Are Economically Disadvantaged.” Journal of Research in Reading 28 (2): 158–169.10.1111/jrir.2005.28.issue-2
   Web of Science ®Google Scholar
• Schwartz, R. 2005. “Literacy Learning of At-risk First-grade Students in the Reading Recovery Early Intervention.” Journal of Educational Psychology 97 (2): 257–267.10.1037/0022-0663.97.2.257
   Web of Science ®Google Scholar
• Scott, L. 1999. “The Accelerated Reader Program, Reading Achievement, and Attitudes of Students with Learning Disabilities.” Unpublished Doctoral Dissertation, Georgia State University, Atlanta, GA ( ERIC Document Reproduction Service No. ED 434431).
   Google Scholar
• See, B. H., and S. Gorard. 2014. “Improving Literacy in the Transition Period: A Review of the Existing Evidence on What Works.” British Journal of Education, Society and Behavioural Sciences 4 (6): 739–754. http://www.sciencedomain.org/issue.php?iid=431andid=21.10.9734/BJESBS
   Google Scholar
• See, B. H., S. Gorard, and N. Siddiqui. 2015. “Best Practice in Conducting RCTs: Lessons Learnt from an Independent Evaluation of the Response-to-intervention Programme.” Studies in Educational Evaluation 47: 83–92. http://www.sciencedirect.com/science/article/pii/S0191491X15000619.10.1016/j.stueduc.2015.09.003
   Google Scholar
• Shannon, L., M. Styers, S. Wilkerson, and E. Peery. 2015. “Computer-assisted Learning in Elementary Reading: A Randomized Control Trial.” Computers in the Schools 32 (1): 20–34. doi:10.1080/07380569.2014.969159.
   Web of Science ®Google Scholar
• Siddiqui, N., S. Gorard, and B. H. See. 2014. “Is a Summer School Programme a Promising Intervention in Preparation for Transition from Primary to Secondary School?” International Education Studies 7 (7): 125–135. http://www.ccsenet.org/journal/index.php/ies/article/view/38214/21358.
   Google Scholar
• Siddiqui, N., S. Gorard, and B. H. See. 2015. “Accelerated Reader as a Literacy Catch-up Intervention during the Primary to Secondary School Transition Phase.” Educational Review 68(2): 139–154. http://www.tandfonline.com/doi/full/10.1080/00131911.2015.1067883#.Vbs-W0_bKUk.
   Google Scholar
• Starbuck, W. 2016. “60th Anniversary Essay: How Journals Could Improve Research Practices in Social Science.” Administrative Science Quarterly 61 (2): 165–183.10.1177/0001839216629644
   Web of Science ®Google Scholar
• Tanner, E., A. Brown, N. Day, M. Kotecha, N. Low, G. Morrell, O. Turczuk et al. 2011. Evaluation of Every Child a Reader. London: NatCen.
   Google Scholar
• Terzian, M., and K. Moore. 2009. What Works for Summer Learning Programs for Low-income Children and Youth?. Washington, DC: Child Trends. http://www.wallacefoundation.org/knowledge-center/summer-and-extended-learning-time/summer-learning/Documents/Effective-and-Promising-Summer-Learning-Programs-Fact-Sheet.pdf.
   Google Scholar
• Topping, K. 2014. What Kids Are Reading: The Book Reading Habits of Students in British Schools 2014: An Independent Study. London:  Renaissance Learning Inc.
   Google Scholar
• Topping, K., and S. Trickey. 2007. “Collaborative Philosophical Inquiry for Schoolchildren: Cognitive Gains at 2-Year Follow-up.” British Journal of Educational Psychology 77 (4): 787–796.10.1348/000709907X193032
   PubMed Web of Science ®Google Scholar
• Trickey, S., and K. Topping. 2004. “Philosophy for Children: A Systematic Review.” Research Papers in Education 19 (3): 365–380.10.1080/0267152042000248016
   Google Scholar
• Vaughn, S., and J. Fletcher. 2012. “Response to Intervention with Secondary School Students with Reading Difficulties.” Journal of Learning Disabilities 45 (3): 244–256.10.1177/0022219412442157
   PubMed Web of Science ®Google Scholar
• West, P., H. Sweeting, and R. Young. 2010. “Transition Matters: Pupils’ Experiences of the Primary–Secondary School Transition in the West of Scotland and Consequences for Well-being and Attainment.” Research Papers in Education 25 (1): 21–50.10.1080/02671520802308677
   Web of Science ®Google Scholar
• What Works Clearinghouse. 2013. Reading Recovery. http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=420.
   Google Scholar